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T300fi-T301fi: Tertiary Level Support and Data-based Decision-making through Wraparound

T300fi-T301fi: Tertiary Level Support and Data-based Decision-making through Wraparound

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T300fi-T301fi: Tertiary Level Support and Data-based Decision-making through Wraparound

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  1. Tier 3/Tertiary Series Training T300fi-T301fi: Tertiary Level Support and Data-based Decision-making through Wraparound A 2-Day Training for Schools Implementing School-Wide PBIS

  2. T300fi Objectives • Interpret data to identify students in need of wraparound • The four (4) Phases of Wraparound; Develop and facilitate effective Wraparound Teams with individual students and their families through skill sets (i.e., hearing stories, strength assessment, identifying big needs, etc.) • Understand the steps for designing a comprehensive plan with student/family/teacher in planning for needs across home, school and community

  3. T301fi Objectives • Practice how to integrate use of strength- and needs-based data tools into all four Phases of Wraparound. • Use data to guide decision-making about team development, design and monitoring of interventions. • Action Plan: decide who will be trained on SIMEO and plan next steps for initiating a wraparound meeting with 1-3 students/families in need of wraparound.

  4. Agenda 8:30-10:00am - PBIS as a Context for Wraparound in Schools - Overview and Key Features of Wraparound - Activity IT-A: Similarities and Differences - Activity IT-B: Assessing Student Intervention History (and Page 1-2 Action Plan) 10:00-10:15 BREAK 10:15-11:30 - Phase I: Engaging Key Players and Team Development - Initial Conversations with Key People - Activity IT-C: Clarifying Roles and Goals (and Page 3 Action Plan) - Using Data for Engagement: Quick Practice w/Tools 12:00-1:00pm LUNCH 1:00-2:00 - Phase I and II: From Engagement to Team Meetings - Use of Data from Engagement to Team Meetings - Activity IT-D: Engaging Key Players Using Data -WIT - Activity IT-E: Developing a Strengths Profile (and Page 4 Action Plan) 2:00-2:15 BREAK 2:15:3:15 - Getting to Real Needs - Activity IT-F: Getting to the Big Need-Quality of Life Indicators (and Page 5 Action Plan) - Activity IT-G: Developing a Mission Statement (and Page 4 Action Plan) 3:15-3:30 - Questions and Adjourn

  5. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised Sept., 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

  6. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  7. 3-Tiered System of Support Necessary Conversations (Teams) Secondary Systems Team Problem Solving Team Tertiary Systems Team Universal Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Rev. 9.1.2009

  8. Introductions and Acknowledgments • Introduce your team • What have been your successes with Functional Behavior Assessment, Behavior Intervention Planning Data, Systems, and Practices

  9. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect - CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

  10. Continuum of Support for Tier 2/Secondary - Tier 3/Tertiary Level Systems • Small group interventions: Check-in Check-out (CICO), social/academic instructional groups (SAIG), tutor/homework clubs, etc. • Group interventions with individualized focus: Utilizing a unique feature for an individual student, e.g. CICO individualized into a Check & Connect (CnC), mentoring/tutoring, etc. • Simple individual interventions: A simple individualized function-based behavior support plan for a student focused on one specific behavior, e.g. brief FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc. • Multiple-domain FBA/BIP: A complex function-based behavior support plan across settings, e.g. FBA/BIP home and school and/or community • Wraparound: A more complex and comprehensive plan that addresses multiple life domain issues across home, school and community, e.g. basic needs, MH treatment, behavior/academic interventions, as well as multiple behaviors Illinois PBIS Network, Revised Sept., 2008

  11. Quick Reflection • Think of a student who you feel needs Tier 3 support • How is he/she currently accessing Tiers 1 and 2? • How can adding Tier 3 components improve effectiveness of lower level interventions?

  12. Scaling up… Not Starting from Scratch… • Build lower level interventions strategically into Tier 3 plans

  13. Tertiary Level PBIS 1. Systems • Team based problem solving (District, Building @ 3 tiers) • Data-based decision making system (SIMEO) • Sustainability focus (redefining roles, district data review, etc. ) 2. Data • Data used for engagement and action planning with team • Data tools are strengths/needs based • Multiple perspectives and settings captured in data • Show small increments of change at team meetings 3. Practices • Youth having access to all levels of SWPBS • FBA/BIP is essential skill set for implementers • Engagement and team development are critical elements • Team facilitation is essential skill set (for complex FBA/BIP & wrap) • Wraparound process/elements create ownership/context for effective interventions including FBA/BIP • Assess/monitor fidelity with families

  14. Using the Wraparound Manual A resource guide for T300fi,T301fi, T301.1fi, TTA301.2fi, TTA301.3fi, TTA304fi, TTA400fi and TTA500fi

  15. What Do we Know about the Tertiary Level: • “Requires real talent and skills” (Rob Horner) • Applies Art (of engagement) and Science (of interventions) • Needs to happen sooner for many students/families • Gets tougher with each system failure • Requires thinking differently with kids and families • Is easier in schools proficient with school-wide PBIS • Includes system/practice/datacomponents L. Eber 2005

  16. Unique Fit Tertiary-tier intervention plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.

  17. What is Wraparound? • Wraparound is a process for developing family-centered teams and plans that are strength and needs based • (not deficit based) • across multiple settings and life domains.

  18. Life Domain Areas to Consider • Physical Needs/Living Situation • Family/Attachment • Safety • Socialization • Cultural/Spiritual • Emotional/Psychological • Health • Educational/Vocational • Legal

  19. Wraparound and PBIS The wraparound process is a key component on the continuum of a school-wide system of PBIS. Value-base: • Quality of Life; Voice/Ownership Data-based Decision-Making: • Efficient & Effective Actions

  20. Voice to Engagement • WE have to ask the youth/family how they will know if thing are getting better… • they have to define ‘success’ for the team • If they define progress/success, as well as strengths and needs, then they are likely to be engaged in the interventions.

  21. Value Base • Build on strengths to meet needs • One family-one plan • Increased parent choice • Increased family independence • Support for youth in context of families • Support for families in context of community • Unconditional: Never give up P.Miles, 2004

  22. Who is Wraparound for? • Youth with multiple needs across home, school, community • Youth at risk for change of placement (youth not responding to current systems/practices) • The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)

  23. Features of Wraparound: • individual students • built upon strengths • voice, priorities of youth and family • based on unique youth and family needs • culturally relevant teams and plans • plans include natural supports • traditional andnon-traditional interventions • multiplelife domains • unconditional

  24. Wraparound is: • An ongoing planning process used by: • A team of people • Who come together • Around family strengths/needs • To create a unique plan of interventions & supports • Based upon a process of unconditional care – no blame, no shame Wraparound is Not: • A set of services • A one or two time meeting • A special education evaluation • An individual counselor who links with the family or student • Only for families and students we judge as “workable” • The presence of flexible funds QUICK Reflection: Similarities/Differences with your past experiences/knowledge of Wraparound?

  25. Activity IT-A (Section C, Page 1) Similarities and Differences List the ways Wraparound is similar and different from typical service delivery in your school district or agency • How is the family initially engaged? • Do the perspectives of the family drive the process? • Who participates? • Are natural supports included? • Are direct supports for families and teachers in the plan? • Is the focus on strengths and needs vs. deficits or problems?

  26. Interpreting Data for Students in Need of Tertiary • Universal Data by Student (ODR’s, # of absences, # of ISS or OSS • Universal Screening Data, (i.e., SSBD, BASC 2 BESS) • Secondary/Tier 2 Team Referral (based on data such as Daily Progress Report, scatter plot, etc.) • Request by Family Member, Teacher, or Student • ODRs, ISSs, OSSs, Attendance, Grades, Tardies, etc. • SIMEO used with Complex FBA/BIP

  27. SIMEO Database for Tier 3 • Systematic Information Management of Education Outcomes • Database system for individual students being supported by Tertiary-level interventions • On-line data collection system with graphing capability • SD-T, HSC-T, EI-T

  28. Activity IT-B (Section C, Page 2):Assessing Student Intervention History • For a student in need of tertiary supports, make a list of all interventions that have been attempted/implemented. • After each intervention, indicate if it had been successful or not. • Then list data sources used to determine effectiveness of interventions.

  29. Student Intervention History Quick Practice For a student in need of a wraparound plan, complete Page 1-2 of the “Tier 3/ Student Action Plan & Progress Update”

  30. Break

  31. Four Phases of Wraparound Implementation • Team Development - Get people ready to be a team - Complete strengths/needs chats • Initial Plan Development - Hold initial planning meetings - Develop a team “culture” • Plan Implementation & Refinement - Hold team meetings to review plans - Modify, adapt & adjust team plan • Plan Completion & Transition - Define good enough - “Unwrap”

  32. Phase I: Team Development Initiating the Wraparound Process • Prepare for wraparound meetings through individual conversations with core team members is a critical first step. • The first contact/s with the family should feel different than being invited to a meeting. • Gather information for a rich strength profile (this will be a valuable tool for action planning).

  33. Goals of Phase 1 • Engaging families • Understanding the process • Identifying strengths and needs • Identifying team members

  34. Points to Remember aboutEngaging Families • Apply RtI to Family Engagement: don’t keep doing what hasn’t worked up • If engagement didn’t happen, how would you change your approach to effectively engage? • professionals don’t get to choose or judge how families raise their kids. • Always start with a conversation (not a meeting) with the family, getting their trust and permission before talking with others.

  35. Phase I: Team Development Wraparound Facilitator: • Meets with family & stakeholders • Gathers perspectives on strengths & needs • Assess for safety & risk • Provides or arranges stabilization response if safety is compromised • Explains the wraparound process • Identifies, invites & orients Child & Family Team members • Completes strengths summaries & inventories • Arranges initial wraparound planning meeting

  36. Establish Family Voice & Ownership • Communicate differently… • No blaming, no shaming • Start with strengths • Family’s needs are priority • Listen to their story before the meeting • Validate their perspective

  37. Examples of Opening Questions to Assist in Initial Conversations • “Please tell me about your child…” • “What will it look like when life is better?” • “What is your hope, dream, vision of success with your/this child/family?”

  38. Checking for Family Voice & Ownership • Family chooses team members • Team meets when & where family is comfortable • Family (including the youth) feels like it is their meeting and their plan instead of feeling like they are attending a meeting the school or agency is having about them.

  39. Team Composition:Roles are the focus (not job titles) • Parents/caretakers and youth • Person/s the family turns to for support (extended family, friend of parent or child, neighbor, medical/professionals) • Person representing strengths/interests (coach, specific teacher) • Agencies Involved: mental health, DCFS, Juvenile Justice, Early Intervention, etc. • Spiritual Supports • Facilitator • Mentor • 4 to 7 members

  40. Examples of Natural Supports Found on Wraparound Teams • Co-workers • Relatives: extended family • Friends • Classmates • Clergy • Storeowners/merchants • Postal Workers • Crossing Guards • Taxi Drivers • Neighbors • Coaches • School custodians • Previous “helpers” P.Miles, 2004

  41. Examples of Roles a Teacher Could Provide: • Academic Coach • Behavioral Coach • Friend • Crisis support • Respite provide • Translator

  42. Activity IT-C (Section C, Page 5): Clarifying Roles and Goals • For a student you are working with through a team process, list all the people involved with this student at home, school, or in the community. • For each person you identified, what role would they say that they play/have with the student? • If you are unclear about perceived roles/goals, think of their behavior at team meetings or the type of interactions they have had with the student/family. Feedback: • What happened when you did this activity? Was it hard/easy? Observations you have about this retrospective analysis about a team?

  43. Activity IT-C (Section C, Page 5): Clarifying Roles/Goals (Cont’d.) • Were you able to identify each person’s perception of their role and their goal with the student? • Were the role some people perceive they play different than what is expected of their job title? By other team members? • Did you identify people who were involved with the student who have not been included on the team who may be helpful to include? • Did you identify any overlap of roles among team members? • Did you identify any team members who have the potential for multiple roles that may be confusing or overwhelming? • Did you identify any people with unclear roles?

  44. Data-Based Decision-Making and Wraparound • Can wraparound teams use data-based decision-making to prioritize needs, design strategies, & monitor progress of the child/family team? • more efficient teams, meetings, and plans? • less reactive (emotion-based) actions? • more strategic actions? • more effective outcomes? • longer-term commitment to maintain success?

  45. The Conversation: Data-Based Decision-Making Tools • Student Disposition Tool (SD-T) – Section E, Page 5 • Home/School/Community Tool (HSC-T) – Section E, Page 7 • Education Information Tool (EI-T) – Section E, Page 9

  46. Wraparound Techniques • Reframing • Framing perspective in way that changes mindset, leading to productive strengths/needs chats • Normalization • Focus is on big, unmeet needs that are universal (need to feel connected, need to feel heard). Avoid ‘pathologizing’ behavior.

  47. Using the Data Toolsduring Phase I (Conversations): Quick Practice: • SD-T: review, complete selected items • EI-T: review, complete • HSC-T: review, complete School section Share: • Which tool/s did you like the most? Why? • Which items were the most helpful? Why?

  48. Lunch